三年级上册英语教案 Module5 unit1 How many ？外研社

1、Module5Unit1.How many教学设计一、教学目标：（一）知识目标1能识别one to eight 这八个数字。2能用“How many ？”询问个数。（二）能力目标能用“How many ？”进行询问，识别one to eight 这八个数字。（三）情感目标调动学生的主动性，使其大胆发言，积极参与语言的实际交际，培养学生学习英语的兴趣及用英语思维的习惯。二、教学重点、难点1重点：识别one to eight 这八个数字。2难点：用“How many ？”询问个数。三、教学方法游戏教学法 实物展示法 小组练习法四、教学准备课件 卡片 实物 五、课时按排一课时六、教学过程Step1:

2、 Warming up1.Greetings: “Good morning, boys and girls .Im Ms Bao.How are you?” 2.Free talk:走到一名学生跟前：Hello, Whats your name?走到另一名学生跟前:Hi, how are you?跟学生随意交谈，复习本学期学习过的句型。3.Sing the song please stand up .Sing and do actions.Step 2: Presentation1 Teacher shows some objects and say : boys and girls , Ms

3、 wang brings you many things ,Let's see ,what are they?T says :oh, so many . How many ? Do you know ? then show word cards, teach “How many”.T: Today we are going to talk about numbers. 2( Teacher shows one pen ) and then ask : How many ? Help the students say “one” teacher shows the cards and a

4、sk the students to read it in this way “ one ,one, 一 one”3(shows two birds)Ask：How many ? when the teacher says, she must say slowly .Students read after the teacher and learn “ two ”，read it. T: Lets count . one two.T: How many ? 并引导学生回答：Two.4.用同样的方法教学 ：“three 、 four .”(Pay attention to the pronunc

5、iation of the words “three”5.Practice “one to four”.出示实物及手指，问：“How many?”学生自己数并回答。6用同样的方法教学：“five 、six 、seven 、eight”.7Practice “one to eight” 出示课件熊猫图片，问：“How many?”学生数并回答。8.Write. write “one to eight”on the exercise book.Step 3. TextT:今天我们的老朋友Panpan要为我们变魔术了，他要为我们变一些可爱的小兔子，到底变了多少个，让我们一起来数数。（出示课件，跟学生

6、一起数）。Step 4. Practice and game1.Put the numbers cards stick on the blackboard and teacher points to the numbers randomly on the board .and the students to speak them out.2.Say and point .Ask a student to say: “Point to three” ,another stuent do the action.3.I can say the numbers.课件出示一组数字，请同学们用英语说出这些

7、数字。114 752 254 125 416 214 682 985课件出示一组电话号码，请同学用英语说出这组数字。并给予奖励。4Say a chant :How many? How many? One.one.one.How many? How many? Two.two.two.How many? How many? Three.three.three.How many? How many? Four.four.four.How many? How many? Five .five.five.How many? How many? Six.six.six.How many? How man

8、y? Seven.seven.seven.How many? How many? Eight.eight.eight.宋以后，京师所设小学馆和武学堂中的教师称谓皆称之为“教谕”。至元明清之县学一律循之不变。明朝入选翰林院的进士之师称“教习”。到清末，学堂兴起，各科教师仍沿用“教习”一称。其实“教谕”在明清时还有学官一意，即主管县一级的教育生员。而相应府和州掌管教育生员者则谓“教授”和“学正”。“教授”“学正”和“教谕”的副手一律称“训导”。于民间，特别是汉代以后，对于在“校”或“学”中传授经学者也称为“经师”。在一些特定的讲学场合，比如书院、皇室，也称教师为“院长、西席、讲席”等。Step 5

9、.课堂小结本节课我们学习了如何使用英语述说数字1-8，那么如何询问数字的多少呢？唐宋或更早之前，针对“经学”“律学”“算学”和“书学”各科目，其相应传授者称为“博士”，这与当今“博士”含义已经相去甚远。而对那些特别讲授“武事”或讲解“经籍”者，又称“讲师”。“教授”和“助教”均原为学官称谓。前者始于宋，乃“宗学”“律学”“医学”“武学”等科目的讲授者；而后者则于西晋武帝时代即已设立了，主要协助国子、博士培养生徒。“助教”在古代不仅要作入流的学问，其教书育人的职责也十分明晰。唐代国子学、太学等所设之“助教”一席，也是当朝打眼的学官。至明清两代，只设国子监（国子学）一科的“助教”，其身价不谓显赫，也称得上朝廷要员。至此，无论是“博士”“讲师”，还是“教授”“助教”，其今日教师应具有的基本概念都具